• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.79-95
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• 2006

This study was based on the conceptual framework of Home Economics curriculum development carried by Korean Institution of Curriculum and Instruction. The purpose of this study was to develop the educational objectives and content standards for family life area In home economics education. To achieve this, literature review and need assessment on curriculum contents for family life were performed, and expert group meeting and workshop were held. The results form various meetings and workshop were reflected in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. Content standards were developed according to educational objectives in specific level and major concepts for each content standard were proposed. The curriculum materials proposed in this study can be considered as a precious research for the upcoming future development of national curriculum and textbooks.

• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.67-78
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• 1998

The purposes of this study is to find middle school student's needs for Home Economics Curriculum and the family life participation. The samples are 323 middle school students in Kangneung. The results of this study are summarized follows; 1. It is shown that the family life participation of boys was higher than that of girls. 2. Variables that affect middle school student's needs for Home Economics curriculum are needs for Home Economics, number of brothers and sisters and the age for mother. 3. Variables that affect middle school student's the family life participation are human development and family relationship, the clothing, participation in class of Home Economics, perception of life status and sex. 4. The relative contributions of independent variables of the family life participation of middle school students are as follows. The degree of explanation of middle school student's family environmental variable is 12.2%. Adding the variable of Home Economics course, the degree of explanation is increased to 21.8%(deviation 9.6%). Adding the variable of needs for Home Economics curriculum, the degree of explanation is increased to 33.1% (deviation 11.3%).

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.107-126
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• 2004

The purpose of this study is to suggest some activation plans of vocational home economics high school education by analyzing the actual conditions of vocational home economics high school education and surveying teachers and students' recognition and their needs toward the present vocational home economics high school education. The data were collected through reference analysis. questionnaire and interview method. They were analyzed using SPSS. The outline of this study was as follows: First. some data for examining the development trends of vocational home economics were collected especially in terms of the social and economical change related to vocational home economics education. the development of vocational home economics education based on the current curriculum. and some trends of vocational home economics education in foreign countries. Second. the real conditions of vocational home economics high school education were analyzed according to the real conditions of curriculum management in vocational home economics high schools. Based on this result. a questionnaire was designed to survey teachers and students' recognition and their needs. The items consisted mainly of the curriculum management and satisfaction of school life. Third. some activation plans of vocational home economics high school education were proposed in terms of management system(3 items). curriculum management(5 items). security of teachers and their expertise(4 items). and administration and finance(3 items).

• Journal of Korean Home Economics Education Association
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• v.3 no.1
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• pp.61-69
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• 1991

The purpose of this study is to investigate the preserivce curriculum and present it as a material for planning of curriculum of Home Economics. For this study, the preservice curriculum of 5 areas were collected and the questionnaires were administered to teachers who were being trained at these areas. Most of the teachers contented with the numbers of literal art subjects and educational subjects and the prescribed hours of them. More than a half numbers of teachers unsatisfied with the numbers of Home Economics subjects and the prescribed hours of them. They wanted that they could take the more Home Economics courses. The proportion on the lab courses hours are 33% of the hours of the total Home Economics ones.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.175-186
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• 1996

The main purpose of this study is to provide basic data for the development of secondary Home Economics education curriculum and program by investigating the recognition perceived by Home Economics teachers. We have done statistical analyses of 237 questionnaires on the Home Economics teachers' recognition. The results are as follows: 1) The respondents evaluated the necessity of Home Economics education in secondary school, application of aquired knowledge and technical skill and learning by practical experience, highly. 2) As for the contents of Home Economics education curriculum, the respondents place a high value on the field of Meal Management, Child and Family Studies, Home resourse Management and Consumer life, Clothing Management, and House Planning and Management, in the order. 3) The most important educational concepts are knowledges and understanding for the human beings.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.87-99
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• 1989

This paper is aimed to improve the current curriculum in the Korean elementary school’s practical course, which covers both industrial fields and Home Economics. Specially inveotigated here are teacher’s attitude toward the practical course and the degree of difficulty in teaching each content of the practical course in the 4th and 5th grade in the elementary school in term’s of teacher’s sex and localing. Since two heterogeneous subjects, industrial fie인 and Home Economics, are integrated into one subject named the practical course, the teaching of the practical course is not specialized. Besides, the teaching is implemented inefficiently, owing to the teacher’s misunderstanding of the practical course. In this respect, as a way of maximizing the effectiveness of practical course in elementary school, the authors suggest some proposals. (1) The curriculum of practical course should be divided into two course, industrial fields and Home Economics (2) All students should be completed Home Economics as a required course (3) A system of full-time teacher for Home Economics subject should be introduced. Concurrently, the curriculum of the practical course in Teacher’s College be modified.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.1-20
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• 2023

The purpose of this study is to extract and analyze ecological citizenship elements in the middle school home economics textbook used in the 2015 national curriculum for the introduction of ecological transformation education in the 2022 national curriculum. As a result of the analysis, the content analysis of the ecological citizenship factor was validated by six experts who are incumbent middle school home economics teachers, and the S-CVI value was 0.97, ensuring the validity of the ecological citizenship factor analysis. The results of analyzing 242 ecological citizenship factors extracted from home economics textbooks are as follows. According to the content area of the 2015 national home economics curriculum, the 'human development and family' area had the highest presence of ecological citizenship factors followed by the 'resource management and self-reliance' area and the 'home life and safety' area. Among the categories of ecological citizenship factors, 'value⋅attitude' was the most frequent, followed by 'process⋅function' and 'knowledge⋅understanding'. For each textbook composition system, ecological citizenship elements were extracted in the order of pictures, text, activities, and supplementary materials. There was a significant variation in the number of ecological citizenship factors among publishers, indicating the importance of the textbook writers' perception, interpretation, and direction of writing. Based on these analysis results, ecological citizenship teaching and learning activities applicable to home economics education were presented. This study highlights the potential for practicing ecological citizenship education in line with the new orientation of the curriculum on ecological transformation education through home economics education. Furthermore, it provides valuable baseline data for the development and implementation of textbooks for the 2022 national curriculum.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.81-98
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• 2023

The purpose of this study is to develop the global citizenship education program content system in the context of the 2022 revised home economics curriculum, recognizing the need for global citizenship education. The study is grounded in practical problem-based program. In the analysis stage, the educational trend requiring global citizenship education in the national curriculum was elucidated by analyzing the 2022 revised curriculum documents and future education documents related to global citizenship education. A framework for global citizenship education goals within home economics curriculum was designed. Accordingly, the educational goal of this curriculum, "Cultivation of family competencies linked to global citizenship competencies," was established by posing the perennial question, "As a global citizen, what actions should I take for sustainable choices related to the living environment?" In the design stage, four key ideas in the "Living Environment and Sustainable Choices" domain of the 2022 revised home economics curriculum for elementary school were analyzed to derive practical problems. In the development stage, content elements were derived based on four criteria. This study is significant in analyzing the need for global citizenship education within home economics context by analyzing documents related to global citizenship competencies for the future and examining the 2022 revised curriculum's general framework and home economics education curriculum.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.183-195
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• 2005

The purpose of this study was to develop educational objectives and content standards for clothing life area based on the theoretical framework of home economics education. To achieve this, literature review and need assessment on curriculum contents for clothing life area were performed. and expert meetings and a workshop were held. The results were considered in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. The curriculum contents were developed according to educational objectives in the specific levels in the form of content standards. Specific concepts for each content standard were proposed. The curriculum materials proposed in this study can be applied flexibly to the future development of national curriculum and textbooks.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.117-139
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• 2020

The purpose of this study was to develop curriculum of the elementary, and secondary school home economics that integrates three systems of action and to prepare a plan for convergence education in home economics curriculum. To achieve this goal, the characteristics of elementary, secondary school dietary curriculum integrating three systems of action, the focus of development, core competencies, and goals were derived through the review of literature. In this study, we set up perennial and sub-practical problems and selected content elements. The contents system of the developed curriculum was modified and supplemented by examining the validity of experts, and the achievement standard of the middle school home economics dietary education curriculum was developed by integrating the three systems of action. The content system of the elementary, and secondary school home economics curriculum that integrated the three systems of action is centered on practical problems, and the perennial problem is 'What should we do to practice healthy dietary life?' There are five areas of this curriculum: 'health and diet', 'food planning', 'food purchase and management', 'cooking', and 'meal', and the scope of curriculum is repeatedly expanded to 'personal and family', and 'social'. The practical problems in the five areas are composed of 10 practical problems in the two dimensions (personal & family, and society), and the practical problems and contents elements are spiralled by applying the principle of integration. The contents of this curriculum were compared with the achievement standards and learning elements of the dietary life in the 2015 elementary school practical arts, middle and high school 'technology & home economics', and the 'home economics science' curriculum. The results showed that the developed curriculum encompassed additional content beyond all the content already included in the 2015 revised curriculum.